First Year Of Study Research Articles

Barriers to student engagement

ABSTRACT The importance of student engagement is long recognised. Students who are more engaged will be more motivated and inclined to complete their studies. The aim of this study is to understand barriers to engagement for first-year computing students, a cohort that traditionally have high non-progression rates. A qualitative descriptive design was adopted. Retrospective impressions of students’ experience were sought through focus group sessions with students who have completed their first year of studies, with a view to understanding how barriers to engagement may be contributing to issues around non-progression and retention. Data were analysed using reflexive thematic analysis. Two superordinate themes emerged: Academic preparedness of the different student groups and The student lecturer dynamic. This study has highlighted the need for third level to cater for a diverse student landscape and the importance of fostering a sense of community between students, staff and institutions at large. The study also provides some insight into enhancing student engagement.

Молодежный сленг в речи студентов: роль в коммуникации, масштабы распространения, причины и особенности употребления

The article analyzes the reasons, peculiarities of usage, role in communication, and the extent of spread of youth slang among students. In 2023, the author conducted a survey and testing of students and graduate students from universities in the Central Federal District in order to study their knowledge of everyday and student slang, as well as their knowledge of Russian language spelling and punctuation. It was found that slang is one of the important elements (attributes) of a student's social status, as it demonstrates belonging to a specific group and indicates the position a person occupies in the university hierarchy. Slang allows to describe everyday reality in the most concise, accessible, emotional and comprehensive way, while expressing one's attitude towards it (event, action, etc.). Additionally, it has been established that girls (who know slang) have a similar level of slang proficiency as boys, but unlike boys, they tend to use it less in everyday practice. It has been revealed that girls avoid using non-academic slang when communicating with boys, although they are perfectly capable of using it. Instead, they prefer actively using slang related to the educational process, rather than describing reality beyond its limits. It has been found that one of the main reasons for the rapid appearance of new words in youth slang is the swift adoption of borrowings from English, French, and other foreign languages, as well as active borrowing of words after watching foreign movies and listening to foreign music. Out-of-town students possess a different range of slang and jargon than those who study in universities in their own city. As a result, an exchange of slang and jargon takes place. Students, regardless of their field of study, mostly use slang related to the educational process, rather than everyday life. Girls, more than boys, use slang terms that express qualities of a person. Students and undergraduates of different nationalities use different slang words and jargon. It was revealed that students from different regions of Russia are familiar with different slang expressions, which creates certain difficulties and complicates interpersonal communication during their adaptation on the first year of studies. It has been established that the majority of girls, unlike boys, prefer to use jargon and slang with positive or neutral connotations rather than negative ones. The research shows that students who frequently use slang and jargon in their everyday activities (outside of studying) have lower academic performance compared to those who use slang less. In conclusion, the author suggests implementing measures aimed at studying the Russian language and literature among students.

Analysis of the Survey Results of Interns of the First Year of Study Regarding Training in the Specialty «Otolaryngology» at the Undergraduate Level

Otolaryngology is a narrow medical specialty that focusses in the diagnosis, treatment and prevention of diseases of the ENT organs, as well as surrounding tissues. Today, there is a need in the experienced doctors who have knowledge, skills and conduct ethical rules. Otolaryngology is an important specialty relevant to family medicine, pediatrics, and general practice, as 20% to 40% of adult general practice consultations are related to otolaryngological complaints. Taking into account the problem of insufficient training in otolaryngology in medical universities in some leading countries, we have proposed a questionnaire for persons who have graduated from medical universities in Ukraine and have not yet completed an internship on the subject of training in the specialty “Otolaryngology” at the university. The objective: to analyze the degree of satisfaction with study of otorhinolaryngology in leading higher educational institutions of Ukraine at the undergraduate level of future general practitioners-family medicine doctors. Materials and methods. A survey of first-year interns who graduated from various medical higher educational institutions of Ukraine was conducted. The questionnaire contained 11 questions. The questionnaire was distributed using Google Forms and processed using Excel. Results. The analysis of the results of the survey showed that the training of doctors in the specialty “Otolaryngology” remains at an insufficient level due to the reduction of teaching hours. 1.9% of respondents were very dissatisfied and 17.3% of the respondents were dissatisfied with the quality of the obtained theoretical knowledge in otorhinolaryngology at the undergraduate level, in fact 1/5 of the respondents. 5.9% and 31.4% of respondents, i.e. 1/3 of surveyed persons, were very dissatisfied and dissatisfied, respectively, with the quality of the acquired practical skills in otorhinolaryngology at the undergraduate level. The majority of respondents (76.9%) plan further training in otorhinolaryngology. Respondents want to improve their knowledge in all areas of ENT pathology (64.7%). Conclusions. The improvement if the training process for future doctors, intensifying the training process and introducing modern methods to it, presenting the latest technology for disease diagnosis and treatment to interns remains a priority. In order to obtain high-quality theoretical and practical skills, it is necessary to increase the time for studying otolaryngology in medical higher education institutions.

Learning experiences of undergraduate first-year dental and oral hygiene students at a South African dental university

Students in higher education institutions endure many difficulties which may adversely affect their career choices, learning experience and academic success. 
 Aims and objectivesThe aim of this study was to identify factors contributing to learning experiences of undergraduate dental and oral hygiene students during their first year of study at a South African dental university.
 DesignCross-sectional design that included quantitative and qualitative data.MethodsAn online questionnaire was used to capture the students’ perceptions towards learning experiences and factors contributing to academic success. The sample consists of 84 first-year dental and oral hygiene students registered in the 2021 academic year. ResultsA total of 59 students responded (70%) and most of them reported to have problems with academic learning, time management, heavy workload and a negative attitude towards online lectures. Problems related to social learning included inability to make friends and lack of participation in university social activities, finances and accommodation. In terms of coping mechanisms, students utilised tutoring classes, sought advice from senior students, watched educational YouTube videos and applied for a study loan or bursary. Students reported to obtain emotional support from friends and family members and adopted a positive attitude resulting in committed self-motivation. 
 ConclusionMost students had challenges with academic and social factors. Students requested they be assisted in time management skills and study skills, in coping mechanisms to deal with a demanding workload and having access to an educational psychologist.

Concern About Returning to Face-to-Face Classes After the Pandemic: Importance of Emotional Intelligence and Stress Coping Strategies in Health Science Students.

The COVID-19 pandemic has brought a new normality, a scenario where different circumstances trigger emotions such as concern about returning to face-to-face classes, to which higher education students adapt. The objective was to identify how emotional intelligence and coping with stress explain students' concern about returning to face-to-face classes post COVID-19. This was an explanatory and cross-sectional study. The sample by intention was 588 students from the Faculty of Health Sciences. The Rotterdam Emotional Intelligence Scale (REIS), the Stress Coping Questionnaire (CAE), and the ACAD-COVID-19 scale were used. For data collection, the instruments were digitized. Bivariate analysis with Chi-square and multivariate logistic regression was performed. The mean age of the participants was 19.72 years; most were single and without children (96.9% and 96.8%, respectively). 74.3% did not work, 80.8% were from the first years of study, and 52.7% belonged to nursing school. About 94.2% of participants indicated having adequate emotional intelligence, 91.3% expressed coping with adequate stress, and 67.2% indicated serious concern about returning to face-to-face classes. An association was found between gender (p=0.042), age (p=0.002), year of study (p=0.027), emotional intelligence (p=0.001), and coping with stress (p=0.001) with concern for return to face-to-face classes. Emotional intelligence identified as adequate (OR: 2.580; IC95%: 1.117-5.960) and coping with stress identified as adequate (OR: 2.008; IC95%: 1.018-3.960) are more likely to express serious concern about the return to face-to-face classes after the COVID-19 pandemic. According to the results, the need to safeguard the psychological aspects of students is highlighted, especially emotional intelligence, as well as to improve coping with stress so that they can better manage concerns about returning to face-to-face classes. The educational authorities should implement strategies to improve these aspects in order to ensure the adequate return to face-to-face classes in new scenarios.

Increasing the Reliability of Test Control Using Information Technologies in Inclusive Physical Education

The purpose of the study was to determine the reliability and validity of a method developed on the basis of information technologies to control the strength endurance of the core muscles of students with disabilities. Materials and methods. 38 students with disabilities, aged 18–23, who entered the first year of study at the university, voluntarily participated in the study. The studied sample consisted of students with a simple form of disorder in the musculoskeletal system, who have the ability to move independently and perform motor actions. An information-search approach to data collection was used at the theoretical level, and pedagogical testing and methods of mathematical statistics were used at the empirical level. Results. A method for assessing the strength endurance of the core muscles developed on the basis of information technologies is presented. To implement the method, a network of sensors formed by analog and digital sensors, wireless infrared communication devices, information from which enters the programmable logic controller and is fed to the personal computer, is used. The software has been developed that implements immediate processing and presentation of test control results in real-time. Correlation analysis was used to calculate the indicators of test reliability and validity of fixing the results of tests using the method presented in this paper and the traditional method. Conclusions. Experimental verification of the presented method for controlling the development of the core muscles of students with disabilities has proven its practical effectiveness. In conclusion, the numerical values of reliability and validity obtained using the automated method of countering are within the range of “above average,” in contrast to the measurements made by the traditional method of control using a test exercise: the calculation of test reliability and validity revealed a level of “below average.” The set of obtained numerical characteristics of empirical data proved the advantage of using the latest information technologies in inclusive physical education as a factor of its effectiveness. Achieving positive results in ensuring the proper level of health, full physical and psychological rehabilitation of higher education students with disabilities is considered as a practical value of implementing inclusion in a higher education institution.

Social learning and integration factors that affect first-year medical students transitioning directly from high school

Medical student's transition from high school to a new educational environment poses academic and personal challenges that could lead to withdrawal, dismissal or failure. Students who do not feel connected to the social and academic life of the educational environment are at risk of drop-out. Hence, most medical education institutions use remediation programmes to address learning gaps and increase the chances of student success. This study aimed to identify factors that affected the social learning and integration of undergraduate medical students who had failed the first year of study. The nominal group technique (NGT) was used involving 15 participants who had completed a six-month remediation programme. Results revealed the top five ranked and themed social learning and integration factors were underpreparedness, self-management, alienation, confidence and academic advice. Self-awareness and self-management were identified as complementary skills to address these factors. The study found that students could make valuable contributions to address challenges in the educational environment and enhance successful transition. In addition to other studies recommending a focus on academic integration, these results also pointed to the importance of social integration of first-year students as they transition from high school to a new educational environment at university.

Paddy and maize straw-based media as an alternative for cocopeat in soilless cultivation

The experiment was carried out to investigate the effects of different locally available organic wastes like briquettes, biochar, paddy, and maize straw in combination with coco peat used as standard soilless growing media, for growing tomato under poly nethouse. The experiment layout was completely randomized design with three replications comprising of eleven treatments viz. 100% cocopeat (T1), 25% paddy straw + 75% cocopeat (T2), 50% paddy straw + 50% cocopeat (T3), 75% paddy straw + 25% cocopeat (T4), 100% straw (T5), 50% briquette + 50% cocopeat (T6), 100% briquettes (T7), 25% biochar + 75% cocopeat (T8), 50% biochar + 50% cocopeat (T9), 75% biochar + 25% cocopeat (T10), and 100% biochar (T11) during first season. During second year, treatments were modified to 25% briquette + 75% cocopeat (T7), 25% maize straw + 25% paddy straw + 50% cocopeat (T8), 25% maize straw + 50% paddy straw + 25% cocopeat (T9), 50% maize straw + 50% cocopeat (T10), 100% maize straw (T11), and 100% soil (T12). The results revealed that maximum fruit yield per plant recorded in the treatment T1 (100% cocopeat) was significantly higher as compared to all other treatments during the first year of study. However, during the second year, it was statistically at par with T6 and T7 but significantly higher as compared to other treatments. When 25 to 50% substitution of cocopeat was done with paddy straw briquettes or 25% paddy straw + 75% cocopeat was used, the quality parameters were comparable to 100% cococpeat.

Implications of minimum tillage and integrated nutrient management on yield and soil health of rice-lentil cropping system – being a resource conservation technology

Conventional tillage methods and indiscriminate use of chemical fertilizers are causes of edaphic problems like soil degradation and loss of soil fertility which reduces crop yield. Puddling now-a-days, has become a major challenge for farmers due to breaking the soil structure, deficit water regimes, and depletion of soil health. Keeping in view, the absolute need to fulfill food security as well as sustainability, an experiment was conducted for 2 years on a rice-lentil cropping system during 2018–2019 and 2019–2020 in sandy clay loam soil of a new alluvial zone of eastern India to evaluate effects of minimum tillage and integrated nutrient management on yield and soil health. Conventional tillage (CT) direct seeded rice-lentil, Minimum tillage(MT) direct seeded rice-lentil, MT transplanted rice-lentil and MT direct seeded rice-lentil were kept as main plot treatments and control (without any fertilizer), 100% RDF, 75% nitrogen + FYM, 75% nitrogen + FYM + Azospirillum and 75% Nitrogen + FYM + Azospirillum sp. + Zinc Sulphate were kept as subplot treatments during the study. Though conventional tillage treatments recorded higher LAI, CGR and yield in the first year of study in the case of rice; during the second year, minimum tillage treatments showed significantly (p ≤ 0.05) better results in the aforesaid aspects with MTDSR-L having a maximum yield of 5.17 t ha−1. In the case of lentil minimum tillage treatments had better results for both years, with MTDSR-L treatment having the highest yield of 8.084 t ha−1. Among the nutrient schedules, the crops had better LAI, CGR and yield during the first year in the case of 100% RDF treatment, but in the second year, 75% Nitrogen + FYM + Azospirillum sp. + Zinc Sulphate had the highest respective values. Soil organic carbon was marginally improved by both tillage and nutrient treatments, while soil microbial biomass carbon, dehydrogenase activity and microbial count were significantly influenced. The combination of MTDSR-L and 75% Nitrogen + FYM + Azospirillum sp. + Zinc Sulphate (N5) treatment showed the maximum values for all soil biological parameters leading to improve soil health. The results of the experiment concluded that the practice of minimum tillage and integrated nutrient management may be recommended to enhance the yield and stability of rice-lentil cropping systems in sandy clay loam soil of a new alluvial zone of eastern India by acting as an alternative for the decline of soil health.

Адаптация первокурсников к обучению в педагогическом вузе в рамках учебной практики

<p>The article is devoted to the urgent problem of adaptation of first–year students - future physics teachers to university education. The relevance is confirmed by the fact that it is based on the law “On Education in the Russian Federation”, which, among other things, states the need to achieve a high quality of education without compromising the health of students. The concept of “adaptation of students”, factors and a set of problems of a first–year student are considered. The components of adaptation in the educational process in teaching physics are presented: psychological and social, health-preserving, ergonomic, content-procedural — on which we can work to a greater extent at the Department of Physics and Methods of Teaching Physics. The results of the survey and diagnostics made it possible to identify the difficulties experienced by future physics teachers in the first year of study, which makes it possible to create conditions for the adaptation of first-year students to the university format of educational and cognitive activity. Recommendations for organizing the process of adaptation of first–year students — future teachers of physics — to study at a university within the framework of educational practice are highlighted.</p>

Academic Writers as Interdisciplinary Agents in the University Access Programme

The paper reports on academic writers as interdisciplinary agents in the University Access Programme (UAP). Among the many challenges, UAP students experience is academic writing. Due to student assignment performance in the first semester of 2022, the sociology module coordinator identified challenges students experience in sociology, particularly in the first year of study. Identified academic writing challenging matters in this regard refers to paragraph construction, referencing and/or citing, and paraphrasing. The challenges mentioned above seem to be addressed in one developmental module (academic literacy) students undertake. With that in mind, our students seem to treat modules in isolation. The academic literacy module teaches students how to reference, paragraph construction, and paraphrase. However, when students engage with modules like sociology, they seem not to apply what was taught in academic literacy. This paper reports on the important role academic writers play in assisting students in academic writing matters via a boot camp (refresher camp) conducted for students. The boot camp's focus was assisting sociology students with academic writing in preparation for their final assignment. Data were gathered from students via written feedback and evaluation of the boot camp. The results from the university gradebook indicated significant improvement in assignment writing matters; this improvement was also expressed in students’ feedback.

Influence of entry pathway and equity group status on retention and the student experience in higher education

AbstractExpansionary policies to widen participation in higher education have led to a growth in alternative entry pathways into university. This study considers the experiences and retention outcomes of those entering Australian universities through different pathways, and how these vary across diverse student groups. Data were drawn from linked student administrative records for 81,874 students from sixteen Australian universities who commenced a Bachelor degree in 2015, with academic enrolment status tracked over five years, as well as data from a national survey of student experience conducted in 2019. Students from alternative pathways were associated with lower retention outcomes in the first year of study and poorer course completion outcomes, except those entering via pathway provider and enabling programs who reported more favourable retention compared to secondary school entrants. Students from equity group backgrounds were also associated with poorer retention outcomes, particularly Indigenous students, mature-age students, and those with disability. Associations between entry pathways, equity group status, and student experience were mixed. For example, equity group students generally had positive assessments of student experience, apart from those with disability, yet were associated with increased probabilities of intention to dropout from study. Social and personal reasons were found to be main drivers of dropout intention across different student groups. Findings highlight the need to address the varying factors that affect students entering through different pathways and from diverse backgrounds, rather than a one-size-fits-all approach. The study’s recommendations inform stakeholders seeking to improve the experience and outcomes of diverse student groups entering higher education.

Peculiarities of contraceptive behavior among female medical students

BACKGROUND: This paper presents a review of the current literature on reproductive health problems and contraception in Russian girls. The history of the development and use of contraception in our country was considered, and the awareness, and choice of a suitable method of protection against unwanted pregnancies among Russian university students were analyzed. In addition, data on the contraceptive preferences of students in Europe, Asia, and United States were presented. The MEDLINE, Global Health, CyberLeninka, RSCI, and databases were searched for papers. Moreover, this review presents the results of the authors study aimed at determining the contraception methods preferred by third- and fifth-year female students of the I.M. Sechenov First Moscow State Medical University (Sechenov University) and assessing the level of awareness on pregnancy planning.
 MATERIALS AND METHODS: An anonymous online questionnaire was administered to third- and fifth-year girls at Sechenov University. A total of 360 questionnaires (filled out on the Yandex.Forms platform) administered to female students aged 1924 years were analyzed.
 RESULTS: The questionnaires of 176 third- and 184 fifth-year female students were evaluated. The majority of the third-year (72.2%) and fifth-year (83.8%) students had sexual experiences. The main contraception methods among third- and fifth-year female students were barrier methods and interrupted intercourse, hormonal methods of contraception were rarely used (up to 10% of the respondents), and no experience in using intrauterine contraceptives and spermicides was reported.
 CONCLUSIONS: The lack of awareness among medical students on modern and reliable contraception methods and their preference for ineffective methods indicate the need to cover reproductive health issues from the first year of study.

ПСИХОЛОГІЧНІ УМОВИ АДАПТАЦІЇ СТУДЕНТІВ ДО НАВЧАННЯ У ЗАКОРДОННИХ ЗВО

The article is devoted to the problem of substantiating the psychological conditions of students’ adaptation to the conditions of study in foreign higher education institutions. The purpose of the article is to substantiate the psychological conditions for ensuring successful adaptation of students to study in foreign higher education institutions. The tasks of the article are defined as: elucidating the essence of the concept of “adaptation” in scientific psychological research; determination of psychological features of first-year students’ adaptation to study at higher education institutions; substantiation of the factors of successful adaptation of students to study at foreign higher education institutions; substantiation of the psychological conditions of such adaptation within the limits of each of the specified factors. To achieve the goal, the following methods were used: literary analysis, generalization, comparison, systematization, etc. The article contains the following research results. Researching the theoretical foundations of the essence of the concept of “adaptation”, it was found out that from a psychological point of view, the term “adaptation” (Latin adaptation - “adjustment”, “adjustment”) was first proposed in 1865 by the German physiologist G. Aubert and was initially more widespread in the medical and biological literature. Critical analysis of approaches to defining the essence of the concept of “adaptation” by various researchers was carried out. It has been defined that the psychological aspect of the “adaptation” category is much broader than in the biological and medical sciences. This is achieved thanks to the social task that psychology sets for adaptation (the need for an individual to adapt to a new social environment) and the importance of various types of activity for the implementation of this task. It is emphasized that the concept of “adaptation” is currently one of the key concepts in personality psychology in the direction of research into the conditions that ensure the possibility of its existence in the changing conditions of the surrounding environment. At the same time, such a process can take place during the entire life of an individual, since from time to time they have to adapt to various situations that appear in the environment of their life activities. Accordingly, the researchers call “man-nature” or “man-society” the main subjects of adaptation. At the same time, human adaptation to natural conditions is beyond the scope of this study. Therefore, we focus on human adaptation to society. It has been established that the adaptation of firstyear students to the conditions of study at higher education institutions depends on many factors, but the most influential ones are personal: the qualities of a person’s character, their motives and aspirations, and the degree of realization of an active position as an indicator of successful full adaptation. In addition, from a psychological point of view, the process of adaptation of first-year students to study is realized under the condition of their active position, when they are aware of their social status and the new role behaviour inherent in it and, already on the basis of this understanding, realize their individual capabilities while solving general educational and professional problems and tasks. In such conditions, there is a more successful interaction with the new team and a detailed familiarization with the new duties; perception through oneself of stereotypes of behaviour in this educational environment; more complete adaptation to such an environment (assimilation) and, as the ultimate goal, identification of one’s personal interests with collective ones. In addition to the purely adaptation issues of the transition of the learning process from school to higher education, it is suggested to consider and take into account the migration factor of such adaptation in order to more comprehensively define its psychological conditions. Taking into account the critical analysis of scientific works on the essence and factors of ensuring the successful adaptation of first-year students to study at higher education institutions, including taking into account migration processes and the need to study in foreign higher education institutions, we suggest taking into account the main two factors of such adaptation: general adaptation (related to the main problems of an educational nature that arise in students when starting the first year of study and mental rethinking of new study conditions) and migration (in addition is imposed on those students who enter foreign higher education institutions and, along with new educational conditions, are also forced to adapt to new social conditions of living in another country). At the same time, we consider the main psychological conditions to be: in terms of the general adaptation factor – adaptability, stress resistance, manageability, in terms of the migration factor – satisfaction with life and emotional stability

Coordination ladder as a modern means of online training to improve the physical fitness of female gymnasts 8-9 years old

Purpose: to determine the effectiveness of the developed methodology using special exercises on the coordination ladder to increase the level of physical fitness of female gymnasts 8-9 years old during online training. Material, participants and methods: 24 female athletes aged 8-9 years old, who are engaged in artistic gymnastics in the basic training group of the first year of study, were divided into control and main groups of 12 female athletes. Work experience: 3-4 years. Type of training in both groups – online training. The training process of the main group for the development of physical qualities included special exercises on the coordination ladder. In the training process of the control group for the development of physical qualities, exercises from the program were used. To assess the strength qualities of female athletes, the following tests were used: T1-lifting the legs in the hang on the gymnastic wall until the foot touches the rail behind the head (number of times); T2 – «Hanging angle», (s); T3 - lifting the legs to a right angle in the hang on the gymnastic wall (number of times). To assess the speed-strength qualities of female gymnasts, the following tests were used: T4-jumping up, bending over from a squat (number of times in 20 s); T5 pull-ups in 10 s (number of times); T6 long jump from a place (cm). To assess the coordination abilities of gymnasts, the «Yula» test was used, (s) (according to Karpenko L.A., Viner I.A., Sivitsky V.A., 2007) and shuttle run 4x9 m, (s) (Order of the Ministry of Youth and sport of Ukraine, 2018). Group results were compared using Student's t-test and nonparametric Rosenbaum's t-test (Q). Results: as a result of the introduction of a methodology using special exercises on the coordination ladder to increase the level of physical fitness of female gymnasts 8-9 years old during online training, statistically significant (p<0,05–0,01) improvements in performance were obtained for all tests, except the result of the «Hanging angle» test (static strength). The best results were shown by female gymnasts in speed-strength jumping exercises (T4; and T6) and coordination exercises (T7 and T8), where the probability of significant differences reached 99% at p<0,01. In tests for the development of speed-strength qualities and dynamic strength of the abdominal press and arms, the proposed exercises on the coordination ladder turned out to be effective, which was confirmed by the results of tests T1, T3, T5. Conclusions: the positive influence of the developed methodology with the use of special exercises on the coordination ladder on the level of physical fitness of female gymnasts 8-9 years old during online training was determined. It was established that the proposed methodology contributed to the increase in the level of physical fitness of female athletes of the MG in all tests in comparison with the results of female athletes of the CG. The results obtained testify to the effectiveness of the developed methodology and allow us to recommend it for use in the training process of athletes in gymnastic sports at the stage of initial and basic training, for recreational and training sessions. The proposed exercises can be used both during online and offline training.

Psychological Help-Seeking Among Undergraduate Medical Students

Abstract. Background: Stress among medical students requires careful attention and support to help them overcome it and avoid untoward consequences. Identifying the students’ attitudes and limitations in approaching professional counseling services would help provide targeted solutions and formulate personalized counseling plans. Objective: To compare the perceived needs, benefits, and barriers experienced by medical undergraduate students for availing professional counseling services based on prior counseling exposure, year of medical education, and gender. Methodology: This cross-sectional research included 239 students, aged 17–23 years, studying in the first and final years of undergraduate medical training. Their attitudes, perceived benefits, and barriers to approaching counseling were assessed using the Counseling Need Assessment Questionnaire (CNAQ). Differences in these parameters were compared among the students based on their gender, prior counseling exposure, and year of medical education. Statistical analysis was done using χ2 test and Goodman–Kruskal analysis, and p value < .05 indicated statistical significance. Results: Fifty-one percentage of the students accepted the need for counseling, but 44% expressed hesitation in approaching a professional counselor. No significant gender differences were noted in counseling-related attitudes, barriers, or perceived benefits ( p > .05). However, students with prior exposure to counseling and those in their first year of study were significantly more oriented to seek counseling ( p < .01), but more reluctant too in availing professional help ( p < .05). Conclusion: Students with prior exposure and first-year students were more open to expressing the need for counseling; however, first-year students were more hesitant for availing the same.

Identification and comparison of the main variables affecting early university dropout rates according to knowledge area and institution

The dropout rate in universities is a widely studied issue that concerns both universities and public organizations. Most studies focus on quantifying the phenomenon and identifying the variables involved. This paper uses a multidisciplinary approach to parameterize the factors that define the entry profile of undergraduates at the national level in Spain in collaboration with three universities in different regions and with different disciplines. The aim is to reduce the dropout rate in the first year of study towards a degree. The research questions focus on the weighting of personal variables about students by tutors and whether there are differences in the weighting systems for the main variables as differentiated by discipline, university and/or region. The document is organized to describe the method and context of the study, present the main results, show the application of the survey instrument in a case study, and provide conclusions. The method is based on the two fundamental factors, including the influence of certain student characteristics at matriculation and the importance of a positive experience in the first year of the degree. The study is focused on two elements that inspire the current proposal: the need to identify and rapidly detect students who, due to their entry characteristics, are at a greater risk of dropout and the importance of guaranteeing a good start in the first year of the degree. The study uses a multidisciplinary approach and combines qualitative and quantitative methods to gather data. The study also uses a survey instrument that measures the risk of student dropout based on the weighting of personal variables by tutors. The results of the study have allowed us to categorize the main variables of the student profile that affect the risk of dropout and establish them as aspects to be monitored by the tutors in the first weeks. Furthermore, it has been shown that although there are no significant differences in the averages of dropout risk calculated with either global or specific weighting systems (by centre or studies), there is a tendency observed by the tutors that the weighted averages generated by disciplinary focus are closer to identifying the student's real risk of dropping out.

Formation of the speech competence in students – future economists to the level of independent English proficiency (B2)

Introduction. Proficiency in English is becoming increasingly important in the global economy, especially in business and finance. By studying English, economics students can improve their communication skills, gain access to information, career opportunities, and gain a competitive edge in their academic and professional interests. That is why in the modern system of higher education, the process of teaching a foreign language in a professional direction requires special attention, which involves the preparation of future specialists for the use of a foreign (English) language in specific business areas. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. First of all, communication should be carried out by mastering the English professional vocabulary (EPV). In turn, the possession of EPV is one of the most important components of the formation of speech competence up to level B2 (according to the all-European scale of levels CEFR), which is the main aspect of learning English at a university for students of foreign language professional communicative competence. The purpose of this study is to determine the most effective model for teaching students – future economists English professional vocabulary (EPL) to the level of independent English proficiency (B2) and develop proposals for improving this model. Research methods. 96 2nd year students of the financial faculty of the Financial University under the Government of the Russian Federation took part in the pedagogical experiment. The study was conducted within 5 months. The main research methods were the method of scientific literature analysis and experimental study of the learning process of students – future economists using three learning models (traditional (classroom learning), distance (electronic), blended). Methods of mathematical statistics used: Kruskal-Wallis H-test and Mann-Whitney U-test. Results. Conducted test tasks (both written and oral) by students of three experimental groups before the methodological experiment showed the absence of statistical significance between the results of performance. This indicated that in the three experimental groups, first-year students are at the same level of mastering the EPV. However, after conducting a methodical experiment, the presence of statistical significance was revealed. This indicated that after the completion of the methodological experiment, the students of the three experimental groups of the first year of study are at different levels of mastering the EVP. Based on the results of the control assignments performed by students, it was found that in all experimental groups there was an increase in all indicators, but the greatest progress was observed in the performance of written and oral tasks in the EG3 group, in which the EPV was trained according to a blended model. Conclusion. Thus, the blended learning model turned out to be the most practical approach to the educational process at the university when learning a foreign language. Calculations have shown that the use of a blended model of EPV training for students of economic specialties ultimately led to the largest increase in the performance of written and oral assignments. To improve the model of blended learning, the authors have developed some improvements, upon implementation of which, the model of blended learning will become more effective in teaching English to the level of independent proficiency (B2) of students – future economists. The prospect of further research may be to determine the most effective ratio of classroom (traditional) and distance (remote) classes in teaching English to reduce the cost of education while increasing the level of foreign language professional communicative competence among students.

Implementation of the checklist «Organization of the workplace of an anesthesiologist» during the training of residents in the specialty: «Anesthesiology and Resuscitation»

evaluate the frequency of mistakes made without it and with its use. Materials and methods. The study included 32 residents of the first year of study in the specialty «Anesthesiology and Resuscitation», who had previously held theoretical lectures on the topic: «Organization of the workplace of an anesthesiologist». In the simulation center, the subjects were asked to prepare the anesthesiologist’s workplace. The trainees were divided into two groups. The1st group – performing the task without prior acquaintance with the checklist and the 2nd group – acquaintance with the checklist. The assessment was carried out by two teachers independently of each other using a checklist modified for objective assessment of the subjects. Results. In the 1st group, 8 (50 %) students coped with the task, in the 2nd group, in 15 cases (94 %), the task was successfully completed. Checking the availability of funds for tracheal intubation was successfully completed by trainees in both groups. At the same time, points were identified: a leak test and checking the correct functioning of the anesthetic-respiratory apparatus, which the subjects could not cope with, which required more detailed consideration, both in theoretical and practical classes of these issues. Conclusion. The use of the checklist: «Organization of the workplace of an anesthesiologist» allows to increase the effectiveness of training of residents and reduce the number of mistakes made.

МЕТОДИЧНА РОЗРОБКА З АНГЛІЙСЬКОЇ МОВИ НА ТЕМУ «ДОЗВІЛЛЯ (КІНО ТА ТЕАТР)» ДЛЯ КУРСАНТІВ ПЕРШОГО РОКУ НАВЧАННЯ СПЕЦІАЛЬНОСТІ «ПСИХОЛОГІЯ» АКАДЕМІЇ ДЕРЖАВНОЇ ПЕНІТЕНЦІАРНОЇ СЛУЖБИ

The article deals with the problem of teaching English in cadets of the first year of the “Psychology” specialty at the Academy of the State Penitentiary Service, that is positioned as foreign language education. The latter is considered in terms of formation of a new intercultural consciousness in language users as the ability to see themselves and their interlocutor as speakers of certain cultures, ready to understand a different way of life and thinking, to respect the right to cultural “otherness”, to be tolerant to values and behavioral patterns of another culture, counteract stereotypes and prejudices, rethink one’s own cultural baggage. The paradigm of modern foreign language education is built on the principle of cultures dialogue; critical attitude to established statements; open exchange of ideas based on mutual understanding and respect for cultural diversity. A vision of modern foreign language classes as a source of multicultural information is formulated. The methodical strategies of foreign language learning, which will contribute to the effective formation of cadets’ professional communicative competence and optimize the process of learning a foreign language in groups with different levels of speech preparation, have been defined and substantiated. Psychological and pedagogical and methodical literature on the researched topic is studied and analyzed; empirical methods are applied: purposeful observation of the educational process; interviewing and comparing. Methodical strategies for organizing the work of the first-year cadets majoring in “Psychology” of the Academy of the State Penitentiary Service on the basis of a differentiated approach are proposed. Key words: the English language, cadets of the first year of study, specialty “Psychology”, methodical development, foreign language education.